A bench-scale capture and recovery system to convert a low concentration organic gas to a liquid is described here. Adsorption of isobutane onto activated carbon fiber cloth (ACFC) followed by electrothermal desorption and subsequent liquefaction is demonstrated. Experimental conditions to condense desorbed isobutane were determined based on Dalton's law and Antoine's equation. Breakthrough curves for a gas stream containing 2000 ppm(v) isobutane in air adsorbing onto ACFC-15 demonstrate an adsorption capacity of 0.094 ± 0.017 g of isobutane/g of ACFC with >98% capture efficiency. The system described here utilizes two adsorbers, which operate cyclically to allow for continuous treatment of the isobutane. Adsorption followed by electrothermal desorption provided a concentration ratio of 240, which facilitates condensation of the isobutane after compression and cooling and is an order of magnitude greater than what has been previously demonstrated.

Electrothermal swing adsorption (ESA) of organic gases generated by industrial processes can reduce atmospheric emissions and allow for reuse of recovered product. Desorption energy efficiency can be improved through control of adsorbent heating, allowing for cost-effective separation and concentration of these gases for reuse. ESA experiments with an air stream containing 2000 ppm(v) isobutane and activated carbon fiber cloth (ACFC) were performed to evaluate regeneration energy consumption. Control logic based on temperature feedback achieved select temperature and power profiles during regeneration cycles while maintaining the ACFC's mean regeneration temperature (200 °C). Energy requirements for regeneration were independent of differences in temperature/power oscillations (1186-1237 kJ/mol of isobutane). ACFC was also heated to a ramped set-point, and the average absolute error between the actual and set-point temperatures was small (0.73%), demonstrating stable control as set-point temperatures vary, which is necessary for practical applications (e.g., higher temperatures for higher boiling point gases). Additional logic that increased the maximum power application at lower ACFC temperatures resulted in a 36% decrease in energy consumption. Implementing such control logic improves energy efficiency for separating and concentrating organic gases for post-desorption liquefaction of the organic gas for reuse.

This study explores how first-year engineering students interpret Curiosity, one of the 3Cs of an Entrepreneurial Mindset, when they write about themselves as learners. In 2005, the Kern family established the Kern Entrepreneurial Engineering Network (KEEN), a network of 45 schools dedicated to instituting an entrepreneurial mindset (EM) in undergraduate engineering students. From this EM, three main concepts were developed for success: Curiosity, Connections, and Creating Value, otherwise known as the 3Cs. Previous research regarding EM and reflective practices in an undergraduate engineering curriculum has been performed, but rarely have researchers considered both simultaneously. Also, many studies have yet to research how students interpret an EM. This paper focuses on students' writings about Curiosity, as it was chosen most often by students as the C that related to their reflections on themselves as learners.During the fall semester at a mid-size, suburban, public university, undergraduate engineering students were prompted on a biweekly basis to reflect on their college experiences and to choose one of the 3Cs to accompany their reflection. The first prompt of the semester asked students to reflect on their previous experiences with school and themselves as learners, and then select one of the 3Cs of an EM and write about why they chose that C. The responses to the secondary question about the 3Cs were anonymized and then grouped by the C that students chose (e.g., all of the reflections for which the student chose Curiosity were analyzed together). Of the 3Cs, students most often associated their reflections with Curiosity (58%), but Connections and Creating Value were also present (25% and 17%, respectively). Once separated, the responses related to Curiosity were analyzed using in vivo, deductive coding by a team of researchers in order to determine how students conceptualize Curiosity in relation to a reflection about themselves as learners. Nine themes were identified and applied, with Motivation, Type of Learner, and Interest being the most frequently applied codes. A Cohen's kappa of 0.627 indicates a moderate level of agreement between the researchers. The results from this paper provide insight into how students interpret Curiosity and can be used to develop materials about EM that might better resonate with first-year students. Future work will explore the remaining two "Cs": Connections and Creating Value.

is an associate professor in Mechanical Engineering at Rowan University. He received his Ph.D. from University of Michigan in 2008 and his B.S. from Union College in 2003. His research interests include combustion synthesis of nanoparticles and combustion catalysis using nanoparticles. He is also involved in developing educational apps for instructional and research purposes.

has worked in four distinct areas: waste management operations research, contaminated site assessment and remediation, education innovation, and sustainable engineering. He has employed a wide variety of techniques, including computer modeling, laboratory experiments, field testing, and surveys. His current research focuses on energy conservation, alternative energy generation, engineering learning communities, and hybrid courses (courses with classroom and on-line aspects).